Transformative Learning Through Internationalization of the Curriculum in Higher Education

Abstract

Over the last three decades, universities have, almost universally, adopted the mantra of internationalization. However, the implications of internationalization for transformative learning through curriculum receive little consideration. This article draws on data from a fully online course entitled “Internationalizing the Curriculum for All Students” subscribed to by tertiary-level staff from around the world. The course encourages participants to explore a transformative interpretation of internationalization of the curriculum and to take action to change their own curricula. Analysis of the perceptions of course participants of internationalizing the curriculum for transformative learning and of associated changes in their perceptions of their disciplines, and of teaching in their disciplines, shows that participants see transformative learning as requiring fundamental changes in the personal and social perspectives of both students and staff and also requires participation and change at all levels of tertiary education institutions.